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adaptability make it a useful medium for the expression of the child's vague ideas. With the ball we give first impressions of _Unity_, _Form_, _Color_, _Material_, _Mobility_, _Motion_, _Direction_, and _Position_. The ball songs and plays are used as the first exercises in language, singing, and rhythm. 5. As the kindergarten gifts are designed to serve as an alphabet of form, by whose use the child may learn to read all material objects, it follows that they must form an organically connected sequence, moving in logical order from an object which contains all qualities, but directly emphasizes none, to objects more specialized in nature, and therefore more definitely suggestive as to use. "Each successive gift in the series must not only be implicit in, but demanded by, its predecessor;" so Froebel selects the ball, with its simplicity but great adaptability, for the starting-point of his series. 6. Connected contrasts of Motion, Direction, and Position are shown in the first gift. By the use of pigments, the so-called secondary colors, purple, orange, and green, may be produced from the opposite hues, red and blue, red and yellow, and blue and yellow. "The mind is aroused to attention and led to comparison by contrasts; on the groundwork of comparison, it is enabled to do the work of classification, of clear abstraction, of the formation of definite ideas by the connection of these contrasts."[3] [3] "Suppose, e. g., that the child, by dint of repeated and varied playing with the blue ball of the first gift, has succeeded in getting a tolerably clear notion of the blue ball. If then you bring the yellow ball to his notice, his mind will be led to examine more closely and to compare the two playthings, resembling each other so fully in every respect, yet differing so widely in color. The other balls of the gift are introduced in judicious succession, offering new yet milder contrasts: these reconcile, combine, the contrasts first offered; they are aided in this by the colors of surrounding objects. The child begins to feel that these color impressions, however widely they differ, have a similar source; he is connecting the contrasts, and as he succeeds in this, he succeeds, too, in separating, abstracting, the _ball_ from its _color_." (W. N. Hailmann.) * * * * * The Ball a Universal Plaything. "The prese
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